Research On The Compulsory School Teachers' Mobility

The goal of balanced development of compulsory education requires teachers to make normal flow. Under the continuous demand of the central government for promoting the reasonable allocation of teachers recourses and teachers flow, provincial and municipal governments have issued policies one after another to promote the positive flow of teachers. However, the problem of reverse flow that teachers flow from rural and lower-performing schools to the urban and high-quality schools still remains severe.From the perspective of institutional legitimacy mechanism of new institutionalism and the theory of stakeholders’bounded rationality of new institutional economics, by drawing the methods of literature analysis, cross-subject analysis and case study, this paper intends to give an systematic study of the reasons for advocating teachers positive flow and its unfavorable factors and also investigates the influence of those factors on the implementation of teachers flow policy. Finally, the paper ends with some policy suggestions on teacher flow.The study inquires the implementation of two policies on teacher mobility issued by the Beijing municipal government. The research finds that the lack of three elements of institutional legitimacy mechanism leads to the difficulties in normal teachers flow, that is, the deficiency of relevant laws and regulations, norms and culture-recognition in varying degree impacts the effectiveness of the joint force and the institutional authority. The lack of specific laws of teachers flow at national level and the conflict between personnel policy and flow policy is the legal concern; the deviation of the program from interest group and imperfect decision-making mechanism are the social norm factors; the existing cognitive schemata based on bounded rationality inhibits stakeholders’ability to recognize teachers flow is one way to promote balanced development of education, which constitutes the cultural-cognitive factor to hinder the implementation of teachers flow policy. Therefore, the establishment of the mechanism and the effective implementation of the policy should focus on the three aspects.This paper ends up with some policy recommendations based on the three elements of legitimacy mechanism. Firstly, in the dimension of laws and regulations; it is necessary to issue some national and supporting policies to facilitate teachers flowing positively. Secondly, from the normative perspective, management standards and scientific implementation programs on teacher flow positively should be developed in order to establish norms accepted commonly in the organization. Thirdly, with the encouragement and gradual formation of culture-cognition, the positive flow behavior of teachers should be identified as a consensus by social group.